Reggio Emilia A PowerPoint Presentation by Rachel Fults Philosophy of the Curriculum100 Languages of Children Philosophy of the Curriculum• “A basic assumption in the Reggio Emilia schools is that there is a difference between teachers teaching and children learning.” (Bennet, 2005) • “The approach requires children to be seen as competent, resourceful, curious, imaginative, inventive and possess a desire to interact and communicate with others.” (Brainy-Child, 2007) History • Developed in Reggio Emilia Italy after World War II. • A city sponsored system designed for all children from birth through six years of age. Emphasizes symbolic languages in a project oriented curricula. History • Renamed “Reggio Emilia Approach” in US • First Presented at NAEYC Conference in 1987 • Principles originally contrasted as “opposing” thoughts of DAP are now used in NAEYC’s revised examples. Purpose • Challenge Traditional Teacher-Student roles • Create a Collaborative Approach to Early Childhood Education • Respect Individual Interests of Children • Serve the “Special Rights” of Children with Disabilities • Meet Needs of Children and Community Scope- No Sequence • • • • • • • Emergent Curriculum Project Work Representational Development Collaboration Teachers as Researchers Documentation Environment as the 3rd Teacher Emergent Curriculum • Builds on children's interests • Team planning captures what students are interested in Project Work • In-depth studies of concepts, ideas, and interests • May be short or long term • Directed by students and facilitated by teachers • Progettazione: Enhance lifelong learning Representational Development • Graphic Arts are used as tools for development of– Cognition – Language – Social Skills • Multiple forms of Representation Collaboration • Large group and small group work • Emphasis placed on collaboration within groups Teachers as Researchers Teachers have a complex role in a Reggio Emilia curriculumTeachers are Learners Teachers are Researchers Teachers are Guides Teachers Reflect on their own Learning • • • • Documentation Six ways Documentation Contributes to Quality of Education (Katz, 1996) 1. 2. 3. Enhances Children's Learning Takes Children's Ideas Seriously Allows Teacher to Plan/Evaluate with Children 4. 5. 6. Increases Parent Appreciation and Participation Encourages Teacher Research and Process Awareness Children's Learning is made Visible “Documentation is used as assessment and advocacy” Environment • Great attention given to the look and feel of classroom • Documentation of Student Work • Arranged to encourage integration of other classrooms and community • The Environment is the 3rd Teacher Bistro Atelier Piazza Use of Curriculum • Originally used in Italy as a way to serve the needs of all children from birth to six • Used in the US as a model of high-quality early childhood education • Fosters skills of Critical Thinking and Collaboration Children with Special Rights • Priority Enrollment • Included in all Activities with other Students • Every effort made not to call attention to special needs of the children • Declaration of Intent References • Katz, L.G. & Sylvia, C.C. (1996).The contribution of documentation to the quality of early childhood education: Aesthetic codes. Retrieved March 1, 2007 from http://www.cariboo.bc.ca/ae/literacies/reggio/reggioarticle1.htm • Tarr, P. (2001) Early childhood classrooms: What art educators can learn from reggio emilia. Retrieved March 1, 2007 from http://www.designshare.com/Research/Tarr/Aesthetic_Codes_1.htm Websites: • http://www.brainy-child.com/article/reggioemilia.html • http://en.wikipedia.org/wiki/Reggio_Emilia_approach • http://www.youngchildrenslearning.ecsd.net/reggio%20emilia%20philosophy.htm • www.silvertonfamilies.org/The%20Reggio%20Emilia%20Philosophy.doc Recommended Books: • The Hundred Languages of Children: The Reggio Emilia Approach Advanced Reflections, Second Edition by Ablex Publishing • Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education by Louise Boyd Cadwell et.al.